<![CDATA[This study aimed to examine the relationship between Smart TV utilization and learning motivation and students’ critical thinking skills in the Crafts (Prakarya) subject among eleventh-grade students at SMA Negeri 1 Mentaya Hilir Selatan. The study employed a quantitative approach using a descriptive correlational research design. The study population comprised 70 students, while the research sample consisted of 60 students selected through proportional random sampling. Data were collected using observation, questionnaires, and documentation. The research instrument employed a four-point Likert scale, which had been tested for validity and reliability. Data were analyzed using SPSS through normality, multicollinearity, Pearson Product-Moment correlation, and multiple linear regression analyses.The findings indicated that Smart TV utilization was categorized as high, with a mean score of 63.3. Similarly, students’ learning motivation was classified as high, with a mean score of 56.4, while students’ critical thinking skills were also categorized as high, with a mean score of 63.2. The correlation analysis revealed that Smart TV utilization had a positive but non-significant relationship with students’ critical thinking skills (p = 0.100 > 0.05). In contrast, learning motivation demonstrated a positive and statistically significant relationship with students’ critical thinking skills (p = 0.000 < 0.05). Furthermore, the simultaneous analysis indicated that Smart TV utilization and learning motivation jointly exhibited a positive and statistically significant relationship with students’ critical thinking skills. These findings suggest that learning motivation constitutes a more influential factor than the use of digital instructional media in enhancing students’ critical thinking skills.]]>
